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Shared Responsibility between Teachers Predicts Student Achievement: A Mixed Methods Study in Norwegian Co-Taught Literacy Classes
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Aslaug Fodstad Gourvennec; Oddny Judith Solheim; Njål Foldnes; Per Henning Uppstad; Erin M. McTigue – Journal of Educational Change, 2024
Having two teachers work collaboratively in the same class has been suggested as a possible solution to several instructional challenges, including the inclusion of students with special needs in mainstream classrooms and as part of school-wide prevention models to increase student achievement. In this, shared responsibility between teachers is…
Descriptors: Foreign Countries, Team Teaching, Regular and Special Education Relationship, Students with Disabilities
Do 2nd and 3rd Grade Teachers' Linguistic Knowledge and Instructional Practices Predict Spelling Gains in Weaker Spellers?
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Puliatte, Alison; Ehri, Linnea C. – Reading and Writing: An Interdisciplinary Journal, 2018
The relationship between 2nd and 3rd grade teachers' linguistic knowledge and spelling instructional practices and their students' spelling gains from fall to spring was examined. Second grade (N = 16) and 3rd grade (N = 16) teachers were administered an instructional practices survey and a linguistic knowledge test. Total scores on the two…
Descriptors: Spelling Instruction, Pretests Posttests, Scores, Phonemes
Effortful Control and Academic Achievement in Rural China
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Zhang, Li; Rao, Nirmala – Early Education and Development, 2017
Research Findings: This study investigated the relationships between effortful control and early literacy and mathematics achievement. A total of 181 children (85 girls and 96 boys) from rural China were assessed when they were in Grades 1 and 2. Path analyses controlling for maternal education indicated that effortful control at the beginning of…
Descriptors: Emergent Literacy, Mathematics Achievement, Rural Areas, Foreign Countries
Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence
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Park, Daeun; Gunderson, Elizabeth A.; Tsukayama, Eli; Levine, Susan C.; Beilock, Sian L. – Journal of Educational Psychology, 2016
Although students' motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N = 424, Teacher N = 58), we found that, as early as 1st and 2nd grade, children who endorsed an…
Descriptors: Young Children, Mathematics Achievement, Teaching Methods, Intelligence
Child Perceptions of Teacher Interpersonal Behavior and Associations with Mathematics Achievement in Dutch Early Grade Classrooms
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Zijlstra, Haytske; Wubbels, Theo; Brekelmans, Mieke; Koomen, Helma M. Y. – Elementary School Journal, 2013
This study analyzed children's generalized perceptions of teacher interpersonal behavior in terms of two dimensions, control and affiliation, referring to the degree of teacher leadership/ management and teacher friendliness friendliness/cooperation in the classroom, respectively. An adapted version of the Questionnaire on Teacher Interaction was…
Descriptors: Student Attitudes, Foreign Countries, Teacher Student Relationship, Correlation
Teachers' Knowledge about Early Reading: Effects on Students' Gains in Reading Achievement
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Carlisle, Joanne F.; Kelcey, Ben; Rowan, Brian; Phelps, Geoffrey – Online Submission, 2011
This study developed a new survey of teachers' knowledge about early reading and examined the effects of teachers' knowledge on students' reading achievement in Grades 1 to 3 in a large sample of Michigan schools. Using statistical models that controlled for teachers' personal and professional characteristics, students' prior reading achievement,…
Descriptors: Reading Achievement, Teaching Methods, Statistical Analysis, Reading Comprehension